Art and Design deals with the creative and imaginative development of the student’s ability to engage with the visual world. The skills taught in this subject are fundamental in developing an all round creative skills base and form an essential part of a broad and balanced curriculum. The subject is especially concerned with the development of visual perception and aesthetic experience. It is a form of communication; a means of expressing ideas, opinions, feelings and developing those ideas through the production of personal responses to a given stimulus.

Whether they’re digitally manipulating images on the computer or getting the feel of textiles or clay, students use art and design to look afresh at the world around them. Experimenting with colours, materials, textures and patterns or trying out new processes helps them communicate what they see, feel and imagine. They study different disciplines of artwork from murals to sculptures and discover how images can tell stories or express ideas. They learn how art, craft and design enrich our lives and can lead to many kinds of interesting and creative careers.

Many of the careers of the future will require people with creative and imaginative learning skills. Art provides an essential aspect of every student’s development. The fundamental purpose of art and design is to develop the visual understanding of all students to the best of their ability, and in doing so, maximise their creative potential wherever their future choices ultimately take them.

Students are taught to:

• record from direct observation and personal experience
• explore and develop ideas drawn from their imagination and experience, from their own observations and from the material they have collected in their sketchbook;
• develop ideas to suit different purposes and audiences;
• express themselves through experimentation and risk-taking with an expanded range of materials and innovation through the inventive use of materials, tools, techniques and processes, mixing and adapting them to achieve a variety of effects
• develop technical competence and manipulative skills necessary to form, compose and communicate in two and three dimensions to solve problems in visual and tactile forms
• review their own and others’ work, saying what they think and feel about it, and use critical feedback to develop their work further;
• look at art, craft and design from different times, societies, cultures and from a variety of art forms. They begin to think about the ways in which audiences and art works influence and change each other.
• form intuitive and imaginative outcomes and responses showing critical and analytical faculties via an interest in the awareness of different environments and cultures from a variety of times;
• build their own confidence, enthusiasm and a sense of achievement in the practice of Art and Design

The above form the foundation skills of the course.

They do this on their own, via the support of their teacher and through working with others, using a range of starting points (such as their own experiences, natural and made materials and objects, the local environment). They look at a range of work (for example, looking at originals and reproductions, going to galleries and museums, researching on the internet). During key stage 3 pupils develop their creativity and imagination through more sustained activities. These help them to build on and improve their practical and critical skills and to extend their knowledge and experience of materials, processes and practices. They engage confidently with art, craft and design from different times and cultures and in the contemporary world. They become more independent in using visual language to communicate their own ideas, feelings and meanings

Around age 14, most students are able to:

• gather information to help them develop ideas for different purposes and audiences;
• mix materials, tools and techniques, using their different properties to express ideas;
• analyse art works critically, thinking about how and why works of art, craft and design change over time and from place to place;
• adapt and improve their own work.

People often ask these questions when faced with artwork, sometimes they are left puzzled by the reasons why something is considered art. The study of art encourages students to question their own values, aesthetic perceptions and philosophy of thinking. Students are often challenged by this critical way of thinking. The subject is unique within the curriculum in developing a particularly expressive and experimental way of working when engaging with the visual and tactile world.

Art encourages individuals to think in more creative and imaginative ways, to think ‘out of the box’ and create new and innovative ways of working.

An object is considered art as a result of a combination of factors; the use of, manipulation of, materials and processes; the content and formof the object; good composition and design; aesthetic response and how it effects the thoughts, feelings and mood of the viewer; the artist’s intentions; expert opinion; a communication, a dialogue; lastly, how these relate to the viewer’s own personal and social values. Art works often encourage and generate debate. Often they challenge past and present viewpoints of, and promote future thinking about, society and culture.

Art is found in galleries, in museums, in shops, in our homes, in fact, all around us. In today’s world, objects that have been created and designed by artists and designers surround us. Often this is taken for granted and not fully appreciated. Picasso was asked the question “What is art?” He responded, “What isn’t?”

Skills and Thinking Developed in Art & Design

As well as the obvious practical skills of drawing, painting, printmaking, sculpture, ceramics, textiles etc. that art develops, studying art & design is now widely recognised as providing students with a broader set of skills that can be utilised in both creative and non-creative fields. Skills and thinking developed by students of Art & Design include:

Expressing Oneself, Use of Imagination, Observing and Recording, Creativity, Having Fun, ‘Thinking Outside the Box’, Logical Process of Development, Discipline of Practice, Problem Solving, Risk Taking, Design Concepts, Communication, Experimentation, Motor Skills Development, Visual Language, Academic Nature of Art Study, Freedom of Ideas, Individual Uniqueness, Elements of Art, Genres, Styles and Movements, Historical, Cultural and Social Contexts of Art, Exploring Opinions, Feelings, Emotions, Sensory Perception, Constructive Criticism, Interpretation, Making Judgements, Philosophy, Aesthetic Appreciation, Experimentation and Practical Activity, Use of Materials, Media, Processes and Techniques, Critical Thinking.

Many universities, colleges and employers value, reward and actively seek these high level thinking, creative and imaginative learning skills.

Art & Design teaching groups at KS3 are mixed ability with a maximum class size of 25 students. All students have one period of 65 minutes per week.

The course covers four domains:

• Observation and recording
• Knowledge and understanding
• Interpretative and creative response
• Personal investigation and development

The projects that we offer are popular with the students and follow a range of broad themes as follows:

Within each theme students will gain experience with a variety of practical skills with a variety of materials techniques and processes in both two and three dimensions. The projects follow the standards set out in the national curriculum guidance for art curriculum.

• DFES Standards site – Art & Design

Key Stage 3 Assessment

Assessment is on a continuous basis. The department uses an assessment for learning approach in which project targets are shared with students at the start of each project and their work directly relates to them. Throughout the project, students, in discussion with their teacher, establish individual learning targets that direct each stage of learning to meet the needs of each student. These targets are recorded on sheets stored in the student’s work journal to allow students to refer to them during the learning process. This also allows parental review of the targets set for their child.

The assessment covers the foundation elements outlined previously and the final assessment is related to the NC level descriptions from the National Curriculum. The Art department believes that self-appraisal and the development of individual communication and learning styles are essential for complete creative development. Learning is driven by practical assessment that informs and instructs the student on the next step of learning. This enables the student to track their own progress under the guidance of their teacher.

Students' work is displayed and celebrated in the faculty and around the school and there are opportunities for students to extend and develop their creative potential via the curriculum and extra-curricular involvement. Activities include art clubs, competitions, school plays, community support, art jamming, mural projects etc.

• Example of Target Sheet
• National Curriculum Online – Art & Design
• National Curriculum in Art & Design – In Action
• National Curriculum Levels in Art & Design Explained
• National Curriculum Levels in Art & Design – The Level Descriptions
• National Curriculum Levels in Art & Design – Mapping Progression

The GCSE in Art and Design is primarily a practical course with most lessons concerned with the production of the student’s own artwork. The GCSE Subject Criteria for Art & Design require not only the development of practical artistic skills and abilities but it also encourages students to explore and understand art and it’s various contexts. The course embraces the belief that the study of art and the exploration of imagination and creativity form an essential part of a broad and balanced education. Students are both practitioners and critics and are encouraged to develop independently under the guidance of their teacher. This understanding forms the basis of the course and the examination. The Edexcel GCSE in Art and Design encourages an adventurous, expressive and enquiring approach to art and design. Successful students should be able to demonstrate an understanding of past and contemporary art and design practice and be able to produce a personal response that embraces a range of ideas, concepts, media and processes.

Art & Design teaching groups at GCSE are mixed ability and have an average class size of 16-18 students. All students have five periods of 65 minutes over a 2-week period.
The Art & Design GCSE course is provided by Edexcel Examination Board.
Course title and code: Art & Design (unendorsed) 1027

• Edexcel Art and Design GCSE Course Documents Site

Aims of GCSE Art & Design

This course develops students’:

• Creative and imaginative learning through the development of practical skills for communicating and expressing ideas, feelings and meanings in art, craft and design.
• Investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical skills
• Understanding of codes and conventions of art, craft and design and awareness of the contexts in which they operate
• Knowledge and understanding of art, craft and design in contemporary societies and in other times and cultures

The course consists of two units of coursework, each supported by a journal. Each project follows a process of development in the form of a journey of exploration. This journey is divided into stages guided by key assessment objectives:

• Recording observations, experiences and ideas by selecting, drawing, photographing and collecting.
• Analysing and evaluating images, objects and artefacts showing understanding of context.
• Developing and exploring ideas using media, processes and resources, reviewing, modifying and refining work as it progresses.
• Presenting personal responses to realise intentions and produce finished outcomes whilst making informed connections with the work of other artists.

At the end of the two-year course there is an externally set practical examination.

The disciplines associated with the unendorsed Art and Design GCSE are painting and drawing, printmaking, sculpture, ceramic design, interior, product or environmental design, jewellery, constructed textiles, dyed textiles, printed textiles, woven textiles, knitted textiles, fashion, photography, film and video, advertising, illustration, packaging and typography. Students will be required to work in two or more of the disciplines in each unit submitted and demonstrate competence in using a variety of materials.

GCSE Assessment

Work is assessed using assessment objectives periodically throughout the course. The final marks are awarded by assessing the three final units as follows:

Unit 1 and 2
Coursework, internally set and marked. Externally moderated.

60% of the final marks

Unit 3
Practical Exam, externally set, internally marked and externally moderated

40% of the final marks

Work is marked and mounted at Alice Smith School and then it is transported to Tanglin School in Singapore, where an Edexcel Examiner, who visits annually, moderates it. The moderator ensures parity between the centre’s marks and the Edexcel and UK examination standards for GCSE in Art & Design.

The GCE in Art and Design has been designed to encourage an adventurous and enquiring approach to art and design. Successful students should be able to demonstrate an understanding of past and contemporary art and design practice and be able to produce artwork that embraces a range of ideas.

Students are encouraged to develop:

• an adventurous and enquiring mind over a range of concepts and ideas
• the ability to take risks, experiment with ideas, media and processes
• investigative, analytical, experimental, practical, technical skills in relation to their study of art & design
• the integration and connection of knowledge and understanding of art, from other times and cultures, and contemporary work to their own creative practice
• intellectual, imaginative, creative and intuitive powers
• expressive skills, aesthetic understanding and critical judgement
• an understanding of the interrelationships between art and design and the historical, social, political and creative contexts in which they operate
• students develop further reasoning in their ideas and explore numerous methods of expressing their thoughts via appropriate choices and intentions
• skills and techniques by taking risks, experimenting with ideas, media and processes leading to an outcomes which may be expressed in a range of formats

Art & Design teaching groups at AS/A level have an average class size of between 3 to10 students. All students have 9 periods of 65 minutes over a 2-week period.

The students follow the Edexcel 8030/9030 AS/A level Art & Design Course as follows:

Course requirements:

Students opting for the above course must have a strong background in GCSE Art & Design, with an A*, A or B grade or equivalent. Students must be prepared to carry out independent research and fieldwork.

A strong sense of enthusiasm, work ethic, exploration and commitment are an advantage.

• Edexcel Art and Design GCE AS & A Level Course Documents Site
• Edexcel Art and Design GCE AS & A Level Course 2008-2009
  New Specifications Site

Units 1 & 3 are internally set, internally marked, externally moderated. Coursework based approach.

Units 2 and 4 are externally set, internally marked and externally moderated. At least 8 weeks preparation time, and 8-12 hour exam. Students are assessed according to four assessment objectives. They are weighted as follows:

The skills learnt and the development of creative expression establishes a strong foundation on which students may successfully build in an A Level course. This in turn will prepare students for entry into Art College or university, if they wish to pursue one of the many career opportunities related to Art.

Students can go on Art Foundation and arts related degree courses and careers in a broad range of areas including: Fine Art; Digital Media; Illustration; Animation; Film; Curation; Art History; Conservation; Architecture; Communication; Graphics; Industrial Design; Interior Design; Product Design; Sculpture; Fashion; Architecture; Ceramics; Printing; Layout and Presentation; Art Education; Art Therapy; Photography; In fact the list of possible areas of study is longer than space here permits.

Students who do not go on to an art related career may find that the skills covered, e.g. critical thinking, problem solving, visual perception and awareness, aesthetics, communication etc., in the subject have considerable currency for university applications and the job market. Students may be surprised to find that certain career paths require Art & Design related skills for entry. It is worth investigating this when making subject choices. Studying Art & Design may well form the basis of a fulfilling life long creative enrichment.

Links:

• Art History Resources on the Web
• Artchive
• Articulation – The Elements of Art
• BBC GCSE Bitesize Revision - Art & Design
• BBC Arts Website
• Deviant Art Community
• Incredible @rtDepartment
• Learning About Art
• Shambles – Art
• Tate Gallery – Learn Online
• Tate Gallery – Tate Tools
• The Virtual Artroom
• Timeline of Art History
• National Society for Education in Art & Design (NSEAD)
• Edexcel Art and Design GCSE Course Documents Site
• Edexcel Art and Design GCE AS & A Level Course Documents Site
• Edexcel Art and Design GCE AS & A Level Course 2008-2009
  New Specifications Site

• National Curriculum Online – Art & Design
• National Curriculum in Art & Design – In Action
• National Curriculum Levels in Art & Design Explained
• National Curriculum Levels in Art & Design – The Level Descriptions
• National Curriculum Levels in Art & Design – Mapping Progression
• DFES Standards Site – Art & Design
• Curriculum Online – Art & Design